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Results for “Verbal Learning”

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PubMed2006

Test performance and classification statistics for the Rey Auditory Verbal Learning Test in selected clinical samples.

The Rey Auditory Verbal Learning Test [RAVLT; Rey, A. (1941). L'examen psychologique dans les cas d'encéphalopathie traumatique. Archives de Psychologie, 28, 21] is a commonly used neuropsychological measure that assesses verbal learning and memory. Normative data have been compiled [Schmidt, M. (1996). Rey Auditory and Verbal Learning Test: A handbook. Los Angeles, CA: Western Psychological Services]. When assessing an individual suspected of neurological dysfunction, useful comparisons include the extent that the patient deviates from healthy peers and also how closely the subject's performance matches those with known brain injury. This study provides the means and S.D.'s of 392 individuals with documented neurological dysfunction [closed head TBI (n=68), neoplasms (n=57), stroke (n=47), Dementia of the Alzheimer's type (n=158), and presurgical epilepsy left seizure focus (n=28), presurgical epilepsy right seizure focus (n=34)] and 122 patients with no known neurological dysfunction and psychiatric complaints. Patients were stratified into three age groups, 16-35, 36-59, and 60-88. Data were provided for trials I-V, List B, immediate recall, 30-min delayed recall, and recognition. Classification characteristics of the RAVLT using [Schmidt, M. (1996). Rey Auditory and Verbal Learning Test: A handbook. Los Angeles, CA: Western Psychological Services] meta-norms found the RAVLT to best distinguish patients suspected of Alzheimer's disease from the psychiatric comparison group.

Adolescent↗
PubMed2001

Connecticut Pictorial Learning Test: a pictorial version of the California Verbal Learning Test.

This paper describes the development of a pictorial version of the California Verbal Learning Test. The new instrument, named the Connecticut Pictorial Learning Test (COPLT), was tested in two experiments. The first experiment involved selection and testing of new verbal stimuli to be adapted for pictorial use. Results suggest that these new items are approximately equivalent in difficulty to the original CVLT stimuli. These stimuli can serve as CVLT alternate Form III for use in clinical verbal memory research. Recall means and standard deviations are provided for the new stimulus set with a young adult sample. The second experiment explores the psychometric properties of the new COPLT after stimuli were translated into pictorial form. The psychometric evidence suggests that the pictorial test has good internal consistency and concurrent validity with widely-used clinical memory tests. Furthermore, verbally-mediated information processing serves successful pictorial learning and subsequent recall performance in normal healthy control subjects when verbally-encodable pictorial stimuli are used. The use of semantic organization appears to be even more important for optimal performance using pictorial stimuli than with verbal stimuli. Scoring rules for the COPLT are included in the Appendix.

Adolescent↗
PubMed2000

Hypofrontality in unmedicated schizophrenia patients studied with PET during performance of a serial verbal learning task.

Previous research indicates that verbal learning and memory deficits are among the most severe cognitive deficits observed in schizophrenia. However, the concomitant patterns of regional brain function associated with these deficits in schizophrenia are not well understood. The present study examined verbal-memory performance and simultaneous relative glucose metabolic rates (rGMR) with FDG PET in 20 unmedicated schizophrenia patients who met stringent memory-performance criteria and 32 age- and sex-matched normal volunteers. On a modified version of the California Verbal Learning Test, patients recalled fewer correct words using a semantic-clustering strategy and exhibited more intrusions compared with normal subjects. However, patients had higher serial-ordering strategy scores, indicating their use of a less efficient organizational strategy. Among patients, greater use of the serial-ordering strategy was associated with decreased rGMR in frontal cortex and increased rGMR in temporal cortex. Patients had lower rGMR primarily in frontal and temporal cortex, but not parietal and occipital lobe regions. Patients also exhibited hypofrontality (lower ratio of frontal to occipital rGMR) compared with normal subjects. Among the patients, more severe hypofrontality was associated with increased perseveration errors.

Adolescent↗
PubMed2004

Verbal learning and memory after childhood stroke.

Verbal learning and memory (VLM) following pediatric stroke was characterized in a cross-sectional neuropsychological and neuroimaging study of 26 subjects, aged 5 to 17, with a history of pediatric stroke and 26 age, SES, and gender matched orthopedic controls. Further comparisons were made between the VLM profiles of stroke subjects with right versus left hemisphere lesions and early (> 12 months) versus late (12 months) strokes. Overall, stroke subjects scored significantly lower than control subjects on several VLM indices (California Verbal Learning Test-Children; CVLT-C), as well as on measures of intellectual functioning (IQ) and auditory attention/working memory (Digit Span). Subgroup analyses of the stroke population found no significant differences in VLM, Digit Span, Verbal IQ or Performance IQ when left-hemisphere lesion subjects were compared to right-hemisphere lesion subjects. In contrast, early strokes were associated with significantly fewer words recalled after delay, reduced discriminability (fewer correct hits relative to false positive errors on recognition testing), and relatively worse auditory attention/working memory scores (Digit Span). These findings indicate that pediatric stroke subjects demonstrated more VLM impairment than control subjects, and early strokes were associated with greater recall and recognition deficits. In stark contrast with adult-onset stroke, both left- and right-hemisphere lesions during childhood resulted in similar VLM performance.

Adolescent↗
PubMedDate not supplied

[The process of learning verbal material in patients with various damaged cerebral structures].

The results are described of a study of the process of verbal material learning and its recall after distraction in 20 patients with involuntary movements treated by thalamotomy, and in 20 epileptic patients treated by amygdalotomy and hippocampotomy. In both groups learning difficulties had been noted already before the operation. In postoperative tests these difficulties were found to have increased immediately after the surgical intervention in patients with lesions in the left cerebral hemisphere. On the other hand, late after the operation they were particularly pronounced after lesions placed in the right thalamus. Disturbances of material recall after distraction were shown in both groups independently of the side of the lesion.

Adult↗
PubMed2001

Patterns of verbal learning and memory in traumatic brain injury.

CVLT and WMS-R Digit Span variables were used to calculate indexes of seven specific short- and long-term memory processes: working memory span and central executive functions, and long-term memory encoding, consolidation, retention, retrieval, control abilities. Scores on these indexes were then cluster-analyzed to determine whether subtypes of memory performance exist that correspond to deficits in these theoretical memory constructs. Parallel analyses were conducted with two large samples (N = 150 and N = 151) of individuals who had sustained a traumatic brain injury (TBI). Findings showed that TBI results in subgroups of memory disorders with specific deficits in consolidation, retention, and retrieval processes. Control problems (keeping track of list versus non-list items) only appeared in conjunction with retrieval deficits. Working memory span and central executive functioning (i.e., the ability to manipulate information in working memory) do not appear to be deficits characteristic of TBI as no such clusters emerged in the analyses. By using specific indexes of memory processes, and in contrast to previous studies, patterns of memory dysfunction were found that correspond to deficits in theoretically meaningful memory constructs.

Adult↗